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Classroom Walk-Through Training

Classroom Walk-Through Training. Science Clare-Gladwin RESD December 1, 2006. Begin With the End in Mind.

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Classroom Walk-Through Training

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  1. Classroom Walk-Through Training Science Clare-Gladwin RESD December 1, 2006

  2. Begin With the End in Mind To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction. Stephen Covey Seven Habits of Highly Effective People

  3. Session Overview Today’s session will • Identify what best practice looks like in a science classroom • Share implementation tools for “Three-Minute Classroom Observations” • Provide the opportunity to practice preparation and delivery of reflective questions • Review the latest initiatives in science education

  4. Best Practice in Science Scientific Proficiency Requires • Adapting the curriculum • Building understanding • Promoting inquiry • Assessing science literacy

  5. Less Whole class, teacher directed instruction Student passivity More Experiential, inductive, hands-on learning Active learning Best Practice: Findings

  6. Let’s Investigate with Spinners Go to your assigned Station A, B, orC Focus Question: How does change in speed or direction relate to balanced or unbalanced forces? Identify and Record on Easel Paper • Level of Teacher/Learner Control • Science Content Addressed • Process Skills Needed and/or Developed

  7. Teacher and Learner Roles • Who has control over the question or problem being addressed? • Who has control over the procedure or aspects of the procedure? (materials/data) • Who has control over the outcome? Is it an open-ended problem with multiple solutions or is there only one right answer?

  8. Standards and Benchmarks • Strand 1. Constructing New Scientific Knowledge • Strand 2. Reflecting on Scientific Knowledge • Strand 3. Using Scientific Knowledge in Physical Science Standard IV.3 Motion of Objects All students will describe how things around us move and explain why things move as they do; demonstrate and explain how we control the motions of objects; and relate motion to energy and energy conversions. IV.3.MS.2 Relate changes in speed or direction to unbalanced forces in two dimensions.

  9. Moving from Facts to Concepts Motion of Objects Facts Topics Concepts Newton’s Forces Cause & Effect First Law Time Organization Measurement Structure/Function

  10. Process Skills • Observing • Questioning • Hypothesizing • Predicting • Planning and Investigating • Interpreting • Communicating

  11. So What Is Inquiry? A process by which we pose questions about a topic or situation and attempt to answer those questions by making inferences about the data and information we acquire. A process which requires us to engage in problem solving, decision making, creative thinking and the formulation of new concepts. National Science Education Standards

  12. Inquiry in the Classroom • Observing • Questioning • Constructing the Investigation • Conducting the Investigation • Communicating the Investigation

  13. Implementation Tools • The Abilities to Do Scientific Inquiry • Questions to Encourage Process Skills • Bookmarks/Flip Chart • NAEP http://www.nagb.org/

  14. Implementation Tools • K-8 Science Investigations linked to MCF http://imc.lisd.k12.mi.us/Resources/Science Investigations.html • Exploratorium http://www.exploratorium.edu/ • Video Clips for Professional Learning http://www.learner.org

  15. Walk-Through Observation Steps Walk-Through Observation Steps • Student Orientation to the Work • Do students appear to be attending when you first walk into the room? • Curricular Decision Points • What objective/s has the teacher chosen to teach at this time and how aligned are they to the GLCEs or HSCEs? • Instructional Decision Points • What instructional practices is the teacher choosing to use at this time to help students achieve the learning of the curriculum objectives? • “Walk-the-Walls”: Curricular and Instructional Decisions • What evidence is there of past objectives taught and/or instructional decisions used to teach the objectives that are present in the room? • Safety and Health Issues • Are there any noticeable safety or health issues that need to be addressed?

  16. High School Science http://www.learner.org/resources/

  17. Reflective Conversation • What is the focus of the feedback?. Trust building, teaching/learning objectives, thinking levels, text/materials, instructional strategies, learner engagement, learning environment • What question will you ask for the teacher to examine beliefs, goals, and practices?

  18. Middle School Science http://www.learner.org/resources/

  19. Dialogue for Growth • Identify the feedback focus. Trust building, teaching/learning objectives, thinking levels, text/materials, instructional strategies, learner engagement, learning environment • Determine the prompt for the teacher to examine beliefs, goals, and practices.

  20. Initiatives in Science Grade Level Content Expectations K – 7 • Fall 2007 • Performance-based for assessment • Two-year implementation Evaluating Current Programs K - 7 • Continue with current practice • Evaluate using NAEP 2009 • Consider back mapping implications

  21. ACT 40 multiple choice items Measures skills in these areas: Interpretation Analysis Evaluation Reasoning Problem Solving Michigan Developed 50+ multiple choice items Currently based on MCF Timed (50 minutes) HSCE fully assessed Spring 2008 MME Science Components

  22. ACT – Science Scientific information in three formats: • Data Representation • Research Summaries • Conflicting Viewpoints Test items require students to: • Examine the relationships between the information provided and the conclusions drawn or hypotheses developed. • Generalize from information provided to gain new information, draw conclusions or make predictions.

  23. ACT – Science (40 MC items)

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